Keyword: «conscientiousness in learning»

The central challenges of modern pedagogical education relate not only to the professional training of preservice teachers but also to ensuring their sustainable psychological well-being in the context of high emotional stress, social responsibility, and systemic, constant changes in their field of work—education. Under these conditions, the development of consciousness in learning—students' ability to reflectively understand their own learning activities, select educational content, and consciously manage their educational process—is particularly important. Personal development relies on the development of consciousness of actions, which determines the subject's social position. According to the contextual approach, consciousness is a recursive process in which all phenomena—from the choice of a method for solving a problem to the evaluation of one's own performance—acquire meaning and significance depending on the context in which they are interpreted: in relation to oneself; the surrounding reality; and other people. The development of consciousness in learning, therefore, acts as a purposeful expansion of the student's field of awareness, a transition from perceiving learning as the fulfillment of external requirements to understanding it as a project for personal and professional development. This process is of fundamental importance for student teachers. The teaching profession makes high demands on the ability to act as the subject of one's own learning and continuous development. Psychological well-being in this profession is directly linked to the extent to which student teachers can fully understand their educational activities in broader contexts. This conscious position helps develop intrinsic motivation, a sense of meaning, and resilience to academic and, later, professional stress. However, traditional models of teaching student teachers are often limited to developing competences within the subject and methodological context, without emphasizing the importance of developing a reflective position and awareness of one's own educational process. This leads to a gap between external demands and students' internal resources, increasing the risk of burnout early in their professional careers. The aim of this article is to substantiate the need to develop consciousness in the education of student teachers as a predictor of their psychological well-being. The research methods used included analysis and synthesis of scientific literature on the development of consciousness in learning and the establishment of psychological well-being; a contextual approach to data interpretation; modeling of educational conditions conducive to the development of consciousness; and a pedagogical experiment to identify the relationship between the level of consciousness in learning activities and indicators of psychological well-being in student teachers. The study analyzed the works of Russian and international scholars in the field of developing consciousness in learning, the formation of psychological well-being in student teachers, and a contextual approach to understanding consciousness. The findings may be of scientific and practical interest to educational program developers, methodologists, and instructors at pedagogical universities focused on the personal and professional development of students. The results of the study can form the basis for improving training models for preservice teachers, including those through the implementation of individual educational trajectories for teacher training, tested in the practice of Vyatka State University.